{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/115231"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/115231","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Emerging Readers and Inferential Comprehension with Wordless Narrative Picturebooks: An intervention study","abstract":"Inference generation is a process that is key to successful reading (e.g., Bowyer- Crane and Snowling, 2005; Oakhill and Cain, 2012) and that begins to develop early in the reading acquisition process, through listening comprehension (e.g., Kendeou et al., 2009). Despite being able to generate inferences, such as cause and effect, as early as four years old (Lynch and van den Broek, 2007) inference generation is a skill not explicitly taught to many emergent readers. This study looked at wordless picturebooks and how they could be used with linguistic prompting to develop inferential thinking in young readers, building on the work of Grolig et al. (2020). The study involved a a quasi-experimental, 2-between subjects (wordless/worded picturebooks) and 2-within subjects (pre/post-assessment) design examining the impact of a reading intervention on emergent readers' inferential narrative comprehension. One group's intervention utilized wordless picturebooks, while the second group used a worded picturebook. The gains from pre- to post-assessment suggested that wordless picturebooks, alongside the planned prompts, did have an impact on the inferential narrative comprehension of the students (t (35) = 4.99, d = 1.63, p<.001) and that the intervention as a whole positively impacts members of both groups.","abstract_html":"Inference generation is a process that is key to successful reading (e.g., Bowyer- Crane and Snowling, 2005; Oakhill and Cain, 2012) and that begins to develop early in the reading acquisition process, through listening comprehension (e.g., Kendeou et al., 2009). Despite being able to generate inferences, such as cause and effect, as early as four years old (Lynch and van den Broek, 2007) inference generation is a skill not explicitly taught to many emergent readers. This study looked at wordless picturebooks and how they could be used with linguistic prompting to develop inferential thinking in young readers, building on the work of Grolig et al. (2020). The study involved a a quasi-experimental, 2-between subjects (wordless/worded picturebooks) and 2-within subjects (pre/post-assessment) design examining the impact of a reading intervention on emergent readers&#x27; inferential narrative comprehension. One group&#x27;s intervention utilized wordless picturebooks, while the second group used a worded picturebook. The gains from pre- to post-assessment suggested that wordless picturebooks, alongside the planned prompts, did have an impact on the inferential narrative comprehension of the students (t (35) = 4.99, d = 1.63, p&lt;.001) and that the intervention as a whole positively impacts members of both groups.","abstract_has_math":false,"creators":["Kambach, Anna Elizabeth"],"institution":"Virginia Tech","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Education, Vocational-Technical","school":null,"contributors":[],"advisors":[],"committee_chairs":["Doolittle, Peter E."],"committee_members":["Bradley, Nancy Ann","Fortune, Donna J.","Mesmer, Heidi Anne Edelblute"],"year":2023,"date_issued":"2023-05-26","date_published":"2023-05-26","updated_at":"2026-07-22T22:20:21Z","subjects":["inference","comprehension","emergent literacy","emergent reader","wordless books"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:37650"],"render_values":[{"text":"vt_gsexam:37650","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/115231","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Doolittle, Peter E."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Bradley, Nancy Ann","Fortune, Donna J.","Mesmer, Heidi Anne Edelblute"]},{"key":"dc:contributor.department","label":"Department","values":["Education, Vocational-Technical"]},{"key":"dc:creator","label":"Author","values":["Kambach, Anna Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-05-27T08:01:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-05-27T08:01:03Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-05-26"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["inference","comprehension","emergent literacy","emergent reader","wordless books"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:37650"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/115231"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Inference generation is a process that is key to successful reading (e.g., Bowyer- Crane and Snowling, 2005; Oakhill and Cain, 2012) and that begins to develop early in the reading acquisition process, through listening comprehension (e.g., Kendeou et al., 2009). Despite being able to generate inferences, such as cause and effect, as early as four years old (Lynch and van den Broek, 2007) inference generation is a skill not explicitly taught to many emergent readers. This study looked at wordless picturebooks and how they could be used with linguistic prompting to develop inferential thinking in young readers, building on the work of Grolig et al. (2020). The study involved a a quasi-experimental, 2-between subjects (wordless/worded picturebooks) and 2-within subjects (pre/post-assessment) design examining the impact of a reading intervention on emergent readers' inferential narrative comprehension. One group's intervention utilized wordless picturebooks, while the second group used a worded picturebook. The gains from pre- to post-assessment suggested that wordless picturebooks, alongside the planned prompts, did have an impact on the inferential narrative comprehension of the students (t (35) = 4.99, d = 1.63, p<.001) and that the intervention as a whole positively impacts members of both groups."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["As teachers, we want the children in our care to become strong readers. A part of this challenging task involves helping our students understand what they read. Wordless picturebooks, in combination with prompts for reading them, may be just the tool to help build comprehension through building inference making skills. This study looked at the impact of a wordless picturebook intervention on the inference generation abilities of young readers and found that wordless picturebooks, along with intentionally planned prompts to support readers, positively impacts a child's ability to make inferences."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Philosophy"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Emerging Readers and Inferential Comprehension with Wordless Narrative Picturebooks: An intervention study"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Doolittle, Peter E."],"dc:contributor.committeemember":["Bradley, Nancy Ann","Fortune, Donna J.","Mesmer, Heidi Anne Edelblute"],"dc:contributor.department":["Education, Vocational-Technical"],"dc:creator":["Kambach, Anna Elizabeth"],"dc:date.accessioned":["2023-05-27T08:01:03Z"],"dc:date.available":["2023-05-27T08:01:03Z"],"dc:date.issued":["2023-05-26"],"dc:description.abstract":["Inference generation is a process that is key to successful reading (e.g., Bowyer- Crane and Snowling, 2005; Oakhill and Cain, 2012) and that begins to develop early in the reading acquisition process, through listening comprehension (e.g., Kendeou et al., 2009). Despite being able to generate inferences, such as cause and effect, as early as four years old (Lynch and van den Broek, 2007) inference generation is a skill not explicitly taught to many emergent readers. This study looked at wordless picturebooks and how they could be used with linguistic prompting to develop inferential thinking in young readers, building on the work of Grolig et al. (2020). The study involved a a quasi-experimental, 2-between subjects (wordless/worded picturebooks) and 2-within subjects (pre/post-assessment) design examining the impact of a reading intervention on emergent readers' inferential narrative comprehension. One group's intervention utilized wordless picturebooks, while the second group used a worded picturebook. The gains from pre- to post-assessment suggested that wordless picturebooks, alongside the planned prompts, did have an impact on the inferential narrative comprehension of the students (t (35) = 4.99, d = 1.63, p<.001) and that the intervention as a whole positively impacts members of both groups."],"dc:description.abstractgeneral":["As teachers, we want the children in our care to become strong readers. A part of this challenging task involves helping our students understand what they read. Wordless picturebooks, in combination with prompts for reading them, may be just the tool to help build comprehension through building inference making skills. This study looked at the impact of a wordless picturebook intervention on the inference generation abilities of young readers and found that wordless picturebooks, along with intentionally planned prompts to support readers, positively impacts a child's ability to make inferences."],"dc:description.degree":["Doctor of Philosophy"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:37650"],"dc:identifier.uri":["http://hdl.handle.net/10919/115231"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["inference","comprehension","emergent literacy","emergent reader","wordless books"],"dc:title":["Emerging Readers and Inferential Comprehension with Wordless Narrative Picturebooks: An intervention study"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:21Z"}